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St. Charles School District
Psych Examiner Growth Guide and
Evaluation Documents
2017-2018
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MISSION
The City of St. Charles School District will REACH, TEACH, and EMPOWER all students
by providing a challenging, diverse, and innovative education.
VISION
The City of St. Charles School District will be an educational leader recognized for high performance and academic excellence that prepares students to succeed in an ever-changing global society.
VALUE STATEMENT
We, the City of St. Charles School District community of students, parents, staff, and patrons, value:
High quality education for all students which includes:
Lifelong learning from early childhood through adult education
Rigorous learning experiences that challenge all students
Instruction that meets the needs of a diverse community
Respect for all
Real world, critical thinking and problem-solving skills to prepare students for the 21st century
Developing caring, productive and responsible citizens
Strong engagement of family and community
A safe, secure and nurturing school environment
Achievement through:
Celebration of individual success
Collaboration with parents and community stakeholders
Exploration, innovation and creativity
High quality staff by:
Hiring and retaining highly qualified and invested employees
Providing professional development and collaboration focused on increasing student achievement
Empowering staff to use innovative resources and practices
Informed decisions that are:
Student-centered
Focused on student achievement
Data driven
Considerate of all points of view
Fiscally responsible
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Psych Examiner Evaluation Protocol
Introduction: The following document aligns to the Mission, Vision, Values and Goals of the St. Charles School District.
Missouri’s Educator Evaluation System was created and refined by hundreds of educators across the state. The Missouri model has been revised for use by the St.
Charles School District. The system is founded on general beliefs about the purpose of the evaluation process. These include that evaluation processes are
formative in nature and lead to continuous improvement; are aligned to standards that reflect excellence; build a culture of informing practice and promoting
learning; and are multiple, balanced measurements that are fair and ethical. Based on the beliefs that are the foundation of evaluation in the state’s model, the
primary purpose of the Psych Examiner Evaluation Protocol is to promote growth in effective practice that ultimately increases student performance. This is
accomplished through the following steps:
Step 1: Identification of the indicators to be assessed
Rationale: Appropriate indicators are selected that most support increasing student learning and those of potential growth opportunities for the psychological
examiner. The indicators identified create an alignment between district and school improvement plans and the efforts and primary responsibilities of the
psychological examiner in the classroom.
Description: The selection of indicators is very important to the process. These determine the focus and rationale for improving effective practice and are based
on what is needed most to improve student learning. The identified indicators will provide a focus area for ongoing learning and growth. Typically these are
identified at the end of the year for returning psychological examiners and the beginning of the year for first year psychological examiners. The determination of
which and how many indicators to identify is determined with the following criteria in mind:
1. Driven by student learning needs 2. Derived from the School and District Improvement Plans (SIP-school level / CSIP-district level) 3. A minimum of two indicators per psychological examiner per year that are:
• Based on student needs • Represents priorities of the school/district leadership for that psychological examiner • Based on a potential growth opportunity for the psychological examiner and are determined in collaboration between the psychological
examiner(s) and administrator 4. The indicators address metrics on both practice and impact on student learning 5. Other indicators may be identified at any time based on issues and needs that arise. In some instances, the Professional Growth Plan (see Step 3) may be
designated as a Professional Improvement Plan.
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Step 2: Determine baseline score for the identified indicators for each Psych Examiner
Rationale: In order to determine growth on an indicator, it is necessary to establish a baseline score and compare it to a final score. This type of numerical rating
provides an assessment of status as well as growth on an indicator.
Description: The rating scale provides a numerical placement on each identified indicator. The baseline score for returning psychological examiners working on
the same indicator will use the final score from the previous year as their baseline score. This generates continuity of improvement on a particular indicator. If a
focus area is identified, a baseline score will be identified. The baseline score of the identified indicators serves as a type of pre-test on the performance of each
indicator. The baseline indicator score is determined by doing the following:
1. Use the appropriate growth guide and rating scale (see below) to determine individual scores for each identified indicator 2. Provide specific feedback on each identified indicator providing explanation and rationale for the given score
Step 3: Develop a Professional Growth Plan (i.e. professional learning/development plan or improvement plan)
Rationale: The primary purpose of the Pysch Examiner Evaluation Protocol is to promote growth. Therefore, the acquisition and application of learning and skills
is essential for turning opportunities for growth into realized growth.
Description: The numerical rating based on the rubrics identifies opportunities for growth. The professional growth plan is a documented articulation of the plan
for introducing learning and skills to achieve the expectation of growth. The growth plan provides the articulation for intended growth along the growth guide. It
addresses specific sources of learning, the practice of skills and timelines. The plan of study includes the following:
1. Corresponds to the examples of evidence provided in the appropriate growth guide 2. Is written in a Plan/Do/Reflect /Act format 3. Includes specific strategies for application of learning 4. Utilizes as appropriate building and district human and material resources
Step 4: Regularly assess progress on the growth plan
Rationale: In keeping with the research on formative development, the essential role of practice and feedback will ensure that the acquisition and application of
learning and skills will lead to the improvement of effective practice resulting in improved learning for students.
Description: Determine progress made on skill acquisition and application using a variety of formal and informal strategies. Feedback on the growth
opportunities from the identified indicator is critical. It ensures that learning takes place, but more importantly, that learning and skills are applied to improve
effective practice. The following guidelines assist in this process of regular assessment of progress and feedback:
1. Follow up observations/assessments will occur according to the schedule provided in this document 2. All follow-up assessments should include formal and/or informal feedback 3. Formal follow-up session(s) may also be completed by the administrator.
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Step 5: Use the baseline to determine overall performance
Rationale: Improving effective practice occurs due to growth on particular indicators aligned to the priority areas of student learning needs in a classroom,
building and district. This improvement of practice results in an improvement in student performance.
Description: An overall determination on performance uses both final status as well as growth as documented in the Professional Growth Plan. The scores
establish a rating of how well an indicator was performed in the “post-test” assessment and the amount of growth that occurred in each indicator between the “pre-
test” and “post-test” assessments. Overall performance takes into account the amount of growth that occurred between the initial “pre-test” and the final “post-test”
assessment on performance on those indicators.
NOTE: STATUS RATINGS
• Beginning: evidence indicates insufficient or absence of any mastery of assessed indicators relative to psychological examiner experience
• Developing: evidence indicates rudimentary levels of mastery of assessed indicators relative to psychological examiner experience
• Proficient: evidences indicates sufficient mastery of assessed indicators relative to psychological examiner experience
• Distinguished: evidence indicates exemplary levels of mastery of assessed indicators relative to psychological examinations
Step 6: Monitor the impact of improved effective practice on student performance
Rationale: The evaluation process exists primarily for the improvement of effective practice in order to improve student performance. The verification of this
improvement completes the process.
Description: The improvement of effective practice is a means to an end. The ultimate result is the improvement of student learning. Monitoring student learning
growth caused by a psychological examiner’s improved practice satisfies the primary purpose of the evaluation process. Reflection on personal growth is an
important part of feedback. It provides personal insight to areas of strength and potential growth opportunities for future focus. As a part of this reflection, consider
the following:
1. Assess whether the particular areas of improvement of effective practice impacted student learning 2. Assess whether there is any misalignment between the metrics on commitment/practice and the metrics on impact 3. Reflect on personal growth and possible future opportunities for continued growth 4. Plan ahead for opportunities of growth and select indicators for next year (applies to returning psychological examiners) 5. Continue to acquire knowledge and improve skills
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St. Charles School District - Evaluation Process and Timeline
Minimum Required Observations/Assessments/Evaluations
Minimum Annual Observations
Probationary Certified Staff 4 (two by 12/31; two by 3/1)
Tenured Certified Staff 3 (one by 12/31; two by 4/15)
Observations & PGP Goals o Observations are:
Unscheduled Duration of 10 or more minutes Psychological examiners may request a pre-scheduled observation by
Sending an email request
Providing available dates/times
Submitting email at least one week prior to first available date
Answering the prompt, “What do you want me to observe?” o PGP meetings with written feedback on PGP goals & Baseline Scores
Spring for existing psychological examiners (input into Talent Ed after TBD)* Fall for new psychological examiners
PGP steps 1-2 completed by September 23
Baseline scores completed by October 3 Identified goals and relevant classroom indicators will be observed
o Certified staff observations are Completed by March 1 annually for probationary psychological examiners (P1-P5) Completed prior to April 15 annually for tenured psychological examiners (T1-T3) Part of the evaluation process
o Certified staff evaluations are Completed by annually by March 7 for probationary psychological examiner Completed by on a three-year cycle by May 1 for tenured psychological examiner Psychological examiner must complete steps 3 & 4 of the PGP with related data and submit to administrator (including data)
prior to the summative evaluation, by Feb 13 -probationary; April 3 -tenured
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Observations/assessments o Observations/assessments are followed by written feedback o Observations/assessments may include:
Unscheduled classroom observations with
Duration of 10 or more minutes or School level meeting/conference observation Student/parent feedback review School/district function observation Review of unplanned data Review of psychological examiner provided information, data, artifacts
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Probationary Psych Examiners
During the annual evaluation cycle, probationary Psych Examiners need to keep an on-going collection of data (artifacts), including student achievement data,
to show progress toward individual goals or to provide evidence for specific criteria on the psychological examiner growth guide. The artifact file may include,
but is not limited to, parent call logs/letters, examples of student work, assessment data, survey results, professional journal logs and instructional materials.
This collection of data should be related to the quality indicators as outlined in the PGP (Professional Growth Plan). Quality indicators are the district’s
expectations for psychological examiner performance.
The Psych Examiner will complete the Professional Growth plan which includes action research and a self-reflection. Each year’s PGP will be used to assist in the
development of a Professional Growth Plan (PGP). This plan should include specific quality indicators that will be the focus of the year. The PGP should be
written in alignment with building and district goals. The PGP will be submitted by the psychological examiner to the principal prior to the principal completing
the summative evaluation.
During the annual evaluation cycle the administrator will conduct four observation(s)/assessment(s). The initial observation (spring each year for existing
psychological examiners and by fall for psychological examiners new to the district, except as noted on the preceding page for the pilot year) will be followed by
written feedback on all relevant classroom indicators and will inform the development of the PGP. Observations will last ten or more minutes (or may include
school level meetings/conference observation, student/parent feedback review, school/district function observation, review of unplanned data, review of
psychological examiner provided information, data, artifacts), and will be followed by written feedback. Significant data will be documented in the formative
comment sections of the Psych Examiner Observation Feedback Form, or the Psych Examiner Supplemental Feedback Form, and/or added to the evaluation file
of the psychological examiner. All data included or additions to the evaluation rubric should be discussed with the psychological examiner prior to placing the
data in the employee file. Observations may be increased as determined by the psychological examiner or the administrator.
The administrator will provide ongoing feedback and will develop and discuss the summative evaluation utilizing collected data from the observations,
psychological examiner and administrator artifacts, documentation, and unplanned data to complete the Summative Evaluation. The administrator will
conference with the psychological examiner to discuss the Summative Evaluation on or before March 7.
The probationary psychological examiner and administrator will develop or review Professional Growth Plans (PGP) based on the quality indicators related to
personal and building/district goals. The PGP is an action research model that focuses on psychological examiner growth and student achievement. A
probationary psychological examiner evidencing performance concerns may be placed on a Professional Improvement Plan (PIP). A Professional Improvement
Plan (PIP) focuses on a performance deficiencies and is written in response to an observed deficiency, an artifact document, or other information that indicates
concern regarding a specific standard/indicator. This plan will be discussed and presented to the psychological examiner to ensure that the psychological
examiner has adequate time to improve. The psychological examiner and the administrator will meet to discuss the psychological examiner’s level of
performance as it relates to the performance expectations. If deficiencies continue for a period of time or if the deficiencies are significant, as determined by
the administrator, continued employment may be jeopardized. This conference may be concurrent with other evaluative conferences.
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Probationary Psych Examiners
The Psych Examiner Will:
Develop a Professional Growth Plan
(PGP)
Seek professional development (formal
and informal) and provide evidence of
relevant research related to PGP goals
Compile data relevant to PGP Goals
Provide reflection regarding professional
growth and student achievement within
PGP process
Submit completed PGP (including steps
3, 4, & 5) prior to summative - Date to
be agreed upon by administrator and
psychological examiner
The Administrator Will:
Provide professional development support
related to PGP goals
Collect/review data related to performance
standards/indicators
Conduct annually four observations
Provide ongoing feedback regarding
psychological examiner performance
Complete annual summative evaluation
The Psych Examiner and Administrator Will:
Conference to discuss and develop a Professional Growth Plan
Provide/review feedback following observations
Conference to discuss Summative Evaluation by March 7
The above number of observations is a minimum standard and may be increased at the request of the psychological examiner or as determined by the
administration.
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Tenured Psych Examiner
During the three year evaluation cycle, the tenured Psych Examiners will need to keep an on-going data (artifacts), including student achievement data, to
show progress toward individual goals or to provide evidence for specific criteria on the rubric. The artifact file may include, but is not limited to, parent call
logs/letters, examples of student work, assessment data, survey results, professional journal logs and instructional materials. This collection of data should be
related to the quality indicators as outlined in the PGP (Professional Growth Plan). Quality indicators are the district’s expectations for psychological examiner
performance.
During the three year evaluation cycle the administrator will conduct annually three observations/assessments. The initial observation (spring for existing
psychological examiners and fall for psychological examiners new to the district except as noted on the preceding page for the pilot year) will be followed by
written feedback on all relevant classroom indicators and will inform the development of the PGP. Observations will last ten or more minutes (or may include
school level meetings/conference observation, student/parent feedback review, school/district function observation, review of unplanned data, review of
psychological examiner provided information, data, artifacts), and will be followed by written feedback. Significant data will be documented in the formative
comment sections of the Instructional Observation Feedback Form, or the Supplemental Feedback Form. All data included or additions to the evaluation rubric
should be discussed with the psychological examiner prior to placing the data in the employee file. Observations may be increased as determined by the
psychological examiner or the administrator.
The administrator will provide ongoing feedback and will develop and discuss the summative evaluation utilizing collected data from the observations,
psychological examiner and administrator artifacts, documentation, and unplanned data to complete the Summative Evaluation. The administrator will
conference with the psychological examiner to discuss the Summative Evaluation on or before May 1 of the evaluation year.
The tenured year Psych Examiner and administrator will develop or review Professional Growth Plans (PGP) based on the quality indicators related to personal
and building/district goals. The PGP is an action research model that focuses on psychological examiner growth and student achievement. The administrator
and psychological examiner should engage in a professional growth conference annually to discuss the psychological examiner’s options for the professional
growth process between March and May.
A tenured psychological examiner evidencing performance concerns may be placed on a Professional Improvement Plan (PIP). A Professional Improvement Plan
(PIP) focuses on a performance deficiencies and is written in response to an observed deficiency, an artifact document, or other information that indicates
concern regarding a specific standard/indicator. This plan will be discussed and presented to the psychological examiner to ensure that the psychological
examiner has adequate time to improve. The psychological examiner and the administrator will meet to discuss the psychological examiner’s level of
performance as it relates to the performance expectations. If deficiencies continue for a period of time or if the deficiencies are significant, as determined by
the administrator, continued employment may be jeopardized. This conference may be concurrent with other evaluative conferences.
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Tenured Pscyh Examiner
The Psych Examiner Will:
Develop a Professional Growth Plan (PGP)
Seek professional development (formal and informal)
and provide evidence of relevant research related to
PGP goals
Compile data relevant to PGP Goals
Submit completed PGP (including steps 3, 4, & 5) prior
to summative - Date to be agreed upon by
administrator and psychological examiner
The Administrator Will:
Provide professional development support related to
PGP goals
Conduct annually three observations
Collect data related to performance
standards/indicators
Provide ongoing feedback regarding psychological
examiner performance
Complete and Discuss Summative Evaluation by May
1 at the end of the three year evaluation cycle.
The Psych Examiner and Administrator Will:
Conference to discuss and develop the Professional Growth Plan
Provide/review feedback following observations
Conference to discuss summative evaluation by May 1
The number of observations is a minimum standard and may be increased at the request of the psychological examiner or as determined by the administration. .
Tenured psychological examiners may receive summative evaluations more frequently as determined by the administration.
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Evaluation Timeline
Non-Tenured Tenured
Year 1 2 3 4 5 1 2 3
Summative Evaluation Yes Yes Yes Yes Yes No No Yes
Observations 4 4 4 4 4 3 3 3
PGP Required Yes Yes Yes Yes Yes Yes Yes Yes
Data Collection Yes Yes Yes Yes Yes Yes Yes Yes
Administrator/Psych
Examiner Meet
A meeting to develop and discuss PGP will be held
between March and May for existing Psych
examiners, and by October 1 for new Psych
Examiners.
A meeting to develop and discuss PGP should be held
between March and May.
Data
Collection
Psych Examiner and administrator collect data
throughout the year. Psych Examiner should have
annual data relative to professional growth and
student achievement. Administrator should share
collected data with the Psych Examiner.
Psych Examiner and administrator collect data throughout
the year. Psych Examiner should have annual data relative
to professional growth and student achievement.
Administrator should share collected data with the Psych
Examiner.
Summative
Evaluation Conference
Psych Examiner and administrator will meet by
March 7 to review collected data and the PGP and
to complete the summative evaluation.
Psych Examiner and administrator will meet by May 1 to
review the PGP or, if at the end of the three-year cycle to
review collected data and to complete the summative
evaluation.
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Summative Evaluation
All Psych Examiners will receive a Summative Evaluation during the evaluation cycle (annually for probationary psychological examiners / three year cycle for
tenured psychological examiners. Psychological examiners who come to the district with prior experience will be moved to the P2 level for observation and
evaluation. Work with the HR department to determine this status. The Summative Evaluation summarizes the administrators rating of performance for each
standard/indicator. The Summative Evaluation is communicated through the Psych Examiner Growth Guide.
Non tenured and tenured Psych Examiners both have the opportunity to dispute the information on the Summative Evaluation. However, in cases in which
disagreement arises, the decision of the administration is final. Written comments can be provided by either party (psychological examiner or administrator)
and included with the report. Written comments by either party must be shared within five working days of the conference and attached to the original copy of
the Summative Evaluation. The Psych Examiner, the administrator, and the Human Resources Office will retain copies of the report.
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Professional Growth Plan
Name ___________________________ School Year_______ _______
Identify Indicator (Standard Number and Name): ________________ ____________________________________ __
(Quality Indicator Number and Name): ___________________ _________________________________
Briefly describe why this Growth Standard was chosen.
(Include whether this indicator aligns to a CSIP and/or SIP improvement goal):
BASELINE SCORE
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1. PLAN: State the professional learning goal or objective. Include an aspect of student growth. “To accomplish the identified professional growth target, I will implement differentiated strategies as measured by . . .”
2. DO: What processes or strategies will be used to accomplish the goal? How will the strategies be measured? (action steps) Think of this as an improvement theory that identifies the expected outcomes i.e., if the educator does x, y, and z, then the stated PL objective will be accomplished.
Administrator’s Signature: ____________________________________________ Date: __________________________ Psych Examiner’s Signature: ________________________________________________ Date: _________________________
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________________________ _____ ____________ Administrator’s Signature Date ______________________________________________________________________________ Psych Examiner’s Signature Date Baseline Score _______ Final Score Growth Score_______
3. REFLECT: What does the data tell us? What does the data not tell us? Student surveys provided within evaluation model as needed. (Attach student growth data.) Does the data indicate that the opportunity for growth has been addressed? Has the professional growth target been met?
4. ACT: Have positive results been attained? How might the growth that has been achieved be sustained? What impact has occurred as a result of this growth? What adjustments will be made to support future growth?
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Reflect on what you have learned through research and to begin planning for future growth
using the standards listed below:
Compliance
Assessment Administration, Scoring and Interpretation
Effective Communication
Professionalism
Professional Collaboration
Professional Responsibilities
Has the professional growth target been met? ____ Will you continue this goal? _____
If the answer is “no” what will you work on next? _______________________________________________________________________
5. Teacher Reflection: Administrator Comments:
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Psych Examiner Observation Feedback
PGP Goal #1 _________________________________________________________________________
PGP Goal #2 _________________________________________________________________________
Psych Examiner’s Name: Subject/Grade: Date:
Psych Examiner Reflection Requested (Yes/No) ____ Schedule Follow Up Meeting (Yes/No) ____
Students were:
Psych Examiner was:
What took place during the meeting:
Narrative Comments (optional)
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Standards/Indicators being addressed:
Points to Ponder (optional):
Psych Examiner’s Signature: ________________________ Date: ____________________
Comments:
Evaluator’s Signature:________________________ Date: ____________________
Comments:
Indicate
Proficiency
1-7
1. Compliance (Demonstrates knowledge of DESE’s standards and Indicators as it applies to the diagnostic process.)
1.1 Knowledge of disabilities and federal and state guidelines
2. Assessment Administration, Scoring and Interpretation (Determines, administers, and evaluates assessments based upon student needs and
state and federal guidelines) 2.1 Administration of assessments 3. Effective Communication (Models effective verbal, nonverbal, and media communication techniques with students, colleagues, and parents to
foster active inquiry, collaboration and supportive interaction) 3.1 Verbal and nonverbal communication
3.2 Sensitivity to culture, gender, intellectual and physical differences
4. Professionalism (Reflective practitioner who continually assesses the effects of choices and actions on others. Actively seeks out opportunities
to grow professionally.) 4.1 Self-assessment and improvement 4.2 Professional learning
5. Professional Collaboration (Has effective working relationships with students, parents, colleagues, and community members.)
5.1 Collegial activities
6. Professional Responsibilities (Complies with building and district policies and procedures)
6.1 Carries out professional responsibilities in compliance with state/federal laws and school/district policies and procedures
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Supplemental Feedback Form
Artifact Data Unplanned Data
Psych Examiner: School:
Grade/Subject: Date:
Administrator/Supervisor:
Standard/Quality Indicator:
Data:
Standard/Quality Indicator:
Data:
Psych Examiner’s Comments:
Administrator’s/Supervisor’s Comments:
Psych Examiner’s Signature ______________________________Date ________
Administrator’s Signature _________________________Date ________
Signatures indicate that the above has been reviewed and discussed. Copies must be submitted to psychological examiner and administrator/supervisor.
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St. Charles School District
Psych Examiner Summative Evaluation
Psych Examiner Name School Year
_____Probationary _____ Years in St. Charles School District Subject/Grade Level
_____Tenured _____ Total Experience School ____________
Evaluator _____________________________________________
PGP Goal #1___________________________________________
PGP Goal #2___________________________________________
Psych Examiner Standard / District Expectation
1) Compliance - Demonstrates knowledge of DESE’s standards and Indicators as it applies to the diagnostic process.
1.1 Knowledge of disabilities and federal and state guidelines
Standard 1 comments:
2) Assessment Administration, Scoring and Interpretation - Determines, administers, and evaluates assessments based upon student needs and
state and federal guidelines 2.1 Administration of assessments
Standard 2 comments:
3) Effective Communication - Models effective verbal, nonverbal, and media communication techniques with students, colleagues, and parents to
foster active inquiry, collaboration and supportive interaction 3.1 Verbal and nonverbal communication
3.2 Sensitivity to culture, gender, intellectual and physical differences
Standard 3 comments:
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*Probationary Psych Examiner Evaluations due by March 7. *Tenured Psych Examiner Evaluations due by May 1.
*If indicator is not met or showing appropriate growth, administrator will institute a Professional Improvement Plan. Professional Improvement Plan can be implemented at any time during the school year. Psych Examiner Signature: ____________________________________________ Date: _______________________ Comments: Administrator Signature: _______________________________________ Date: ________________________ Comments:
4) Professionalism - Is a reflective practitioner who continually assesses the effects of choices and actions on others. Actively seeks out
opportunities to grow professionally. 4.1 Self-assessment and improvement 4.2 Professional learning
Standard 4 comments:
5) Professional Collaboration - Has effective working relationships with students, parents, colleagues, and community members.
5.1 Collegial activities
Standard 5 comments:
6) Professional Responsibilities - Complies with building and district policies and procedures
6.1 Carries out professional responsibilities in compliance with state/federal laws and school/district policies and procedures
Standard 6 comments:
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St. Charles School District
Psych Examiner Professional Growth Plan
Summative
Indicator Goal/Results (Focus and strategies
for indicator)
Baseline Score
End Score Growth Score
St. Charles School District
Psych Examiner Yearly Growth Rating Summative
Minimally Effective
1
Somewhat Effective
2
Proficient
3
Distinguished
4
Working on a PIP
Performance Concerns Noted
No Performance Concerns Noted
Noted as Distinguished in 1/3 of observed areas and all other
areas Proficient
Rating for _______________ School Year is
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Recommend for Re-Employment
Develop a new or revised growth plan based on new indicators or a continuation of the same ones
Develop an improvement plan linked to indicators, must include specific target dates and timelines that must be met in order for re-employment to continue
Do Not Recommend for Re-Employment
Psych Examiner’s Signature
Date Evaluator’s Signature Date
Administrator Comments:
Psych Examiner Comments:
Overall Comments:
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Psychological examiner Growth Guide 1.1
Standard 1: Compliance The psychological examiner demonstrates knowledge of DESE’s Standards and Indicators as it applies to the diagnostic process. Quality Indicator 1: Knowledge of disabilities and federal and state guidelines
Beginning
The psychological examiner… Demonstrates an adequate knowledge of
disabilities and state and federal
guidelines with assistance
Developing
The psychological examiner also…
Demonstrates a comprehensive
knowledge of disabilities and state and
federal guidelines independently to
determine areas of eligibility.
Proficient The psychological examiner also…
Accurately and consistently uses
assessment data to help team determine
areas of eligibility and provide
resources for student growth.
Distinguished
The psychological examiner also…
Takes an active leadership role with
colleagues and administrators at the
school and district level to provide
training and guidance on special
education processes
Professional Frames
Evidence of Commitment
N/A
Evidence of Practice
With guidance, determines eligibility
for special education and related
services using DESE Standards and
Indicators. With guidance,
demonstrates adequate skills in
interpreting individual test results.
With support, is able to write adequate
reports that substantiate the eligibility
decisions.
Evidence of Impact
N/A
Evidence of Commitment
N/A
Evidence of Practice
Determines eligibility for special
education and related services using
DESE Standards and Indicators.
Demonstrates adequate skills in
interpreting individual test results.
Engages team members during
eligibility determinations and seeks
consensus from the team with regard to
eligibility decisions.
Writes adequate reports that substantiate
the eligibility decisions.
Evidence of Impact
N/A
Evidence of Commitment
N/A
Evidence of Practice
Consistently determines eligibility using
DESE Standards and Indicators.
Demonstrates consistent ability to
interpret and integrate test results with
information from all pertinent sources.
Includes all team members in the
decision making process.
Writes well-written reports that include
comprehensive, relevant information
about student background, skills and
performance to substantiate eligibility
decisions.
Evidence of Impact
N/A
Evidence of Commitment
N/A
Evidence of Practice
Demonstrates exceptional skill in
interpretation and integration of all
assessment results in determining
eligibility for special education and
related services.
Writes well-written reports that include
comprehensive, relevant information
about student background, skills and
performance to substantiate eligibility
decisions.
Demonstrates leadership within the
team and serves as a resource to other
psychological examiners with regards to
assessment interpretation and report
writing.
Evidence of Impact
N/A
1 2 3 4 5 6 7 8
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Psychological examiner Growth Guide 2.1
Standard 2: Assessment Administration, Scoring and Interpretation
The psychological examiner determines, administers, and evaluates assessments based upon student needs and state and federal guidelines.
Quality Indicator 1: Administration of assessments.
Beginning
The psychological examiner…
Appropriately administers a limited
number of assessments with guidance.
Developing
The psychological examiner also…
Independently administers a limited
number of assessments appropriately.
Proficient
The psychological examiner also…
Consistently administers a variety of
assessments independently and
appropriately.
Distinguished
The psychological examiner also… Provides leadership and training on a
variety of assessments and acts as a
resource to colleagues.
Professional Frames
Evidence of Commitment
Follows evaluation plan developed by
the IEP team.
Evidence of Practice
Administers assessments in the
evaluation plan with guidance or
assistance.
Evidence of Impact
N / A
Evidence of Commitment
Helps develop evaluation plans for
student assessment
Evidence of Practice
Administers assessments in the
evaluation plan independently
Evidence of Impact
N / A
Evidence of Commitment
Leads the development of evaluation
plans
Evidence of Practice
Identifies and implements changes to
evaluation plans when necessary
Evidence of Impact
N / A
Evidence of Commitment
Mentors and/or trains others in the
special education evaluation process
Evidence of Practice
Guides others in identifying and
implementing changes to evaluation
plans when necessary
Evidence of Impact
N / A
1 2 3 4 5 6 7 8
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Psychological examiner Growth Guide 3.1
Standard 3: Effective Communication The psychological examiner models effective verbal, nonverbal, and media communication techniques with students, colleagues and parents to foster active
inquiry, collaboration and supportive interaction.
Quality Indicator 1: Verbal and nonverbal communication Beginning
The psychological examiner… Uses correct, effective verbal and non-
verbal communication skills.
Developing
The psychological examiner also…
Consistently uses correct, effective
verbal and non-verbal communication
skills.
Proficient The psychological examiner also… Consistently fosters correct, effective
verbal and nonverbal communication
including strategies to communicate
with students whose first language is
not Standard English or whose
disability requires specific forms of
communication.
Distinguished
The psychological examiner also…
Facilitates correct, effective verbal and
nonverbal communication in their
school and throughout the community.
Professional Frames
Evidence of Commitment
Verbal, written, and electronic,
communication is basically effective
and correct
Evidence of Practice
Demonstrates a basic level of effective
verbal and non-verbal communication
Evidence of Impact
N / A
Evidence of Commitment
Verbal, written, and electronic
communication is effective and correct
Evidence of Practice
Verbal and non-verbal communication
is grammatically correct.
Evidence of Impact
N / A
Evidence of Commitment
Verbal, written, and electronic
communication is effective and correct
for all students Evidence of Practice
Facilitates and models the use of
effective communication strategies both
verbal and non-verbal with all students,
colleagues, family, etc.
Eye contact, voice inflection, body
language, gestures, and written
communication reflect warmth, caring,
and respect.
Evidence of Impact
N / A
Evidence of Commitment
Verbal, written, and electronic school
and district-wide communication is
correct and effective
Evidence of Practice
Contributes to the overall effective and
correct communication coming from the
school to the larger community
Evidence of Impact
N / A
1 2 3 4 5 6 7 8
AUGUST, 2017
Psychological examiner Growth Guide 3.2
Standard 3: Effective Communication Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences
Beginning
The psychological examiner…
Is aware of personal bias in regard to
differences in culture, gender,
intellectual, and physical ability and its
impact on student ability.
Developing
The psychological examiner also…
Demonstrates and promotes sensitivity
regarding culture, gender, intellectual,
and physical ability and its impact on
student ability.
Proficient
The psychological examiner also…
Communicates respect and sensitivity
regarding culture, gender, intellectual,
and physical ability.
Distinguished
The psychological examiner also…
Promotes a respect for all and
sensitivity to cultural, gender,
intellectual and physical ability
differences throughout the school and
community.
Professional Frames
Evidence of Commitment
N / A
Evidence of Practice
Exhibits understanding of and empathy
toward student needs and differences
and works to display sensitivity when
responding to students’ needs
Evidence of Impact
N/A
Evidence of Commitment
N / A
Evidence of Practice
Demonstrates and promotes empathy
and sensitivity to differences regarding
culture, gender, intellectual, and
physical ability when responding to
students’ needs
Evidence of Impact
N/A
Evidence of Commitment
N / A
Evidence of Practice
Articulates in a sensitive and respectful
manner the differences regarding
culture, gender, intellectual and
physical abilities and the impact on
student ability.
Evidence of Impact
N/A
Evidence of Commitment
N / A
Evidence of Practice
Acts as a model in promoting a respect
for all and sensitivity to cultural,
gender, intellectual and physical ability
differences throughout the school and
community
Evidence of Impact
N/A
1 2 3 4 5 6 7 8
AUGUST, 2017
Psychological examiner Growth Guide 4.1
Standard 4: Professionalism
The psychological examiner is a reflective practitioner who continually assesses the effects of choices and actions on others. The psychological examiner actively
seeks out opportunities to grow professionally.
Quality Indicator 1: Self-assessment and improvement
Beginning
The psychological examiner…
Documents a variety of self-assessment
and problem-solving strategies for
reflecting on practice, professional
growth and learning, and the complex
interactions between them.
Developing
The psychological examiner also…
Consistently engages in reflective
practice and consistently applies this to
his/her professional growth.
Proficient
The psychological examiner also…
Continuously engages in a variety of
self-assessment and problem-solving
strategies which have implications for
professional growth, within the
department and district.
Distinguished
The psychological examiner also…
Models and/or serves as a mentor, in
how to engage in reflective practice and
in the use of, policies about, and
training for using assessment data and
other sources of information about
student performance.
Professional Frames
Evidence of Commitment
Professional Growth Plan documents
self-assessment and reflection strategies
Evidence of Practice
Engages in self-assessment and problem
solving on improving overall
professional skills
Evidence of Impact
N / A
Evidence of Commitment
Professional Growth Plan documents
ongoing self-assessment and reflection
strategies
Evidence of Practice
Observations and conferences indicate
attention to reflective practice and
professional improvement
Evidence of Impact
N / A
Evidence of Commitment
Documents reflections on his/her
professional growth and results that
impact future Professional Growth Plans
Evidence of Practice
Uses reflections to direct future
professional goals and monitors the
progress and evaluates results
Evidence of Impact
N / A
Evidence of Commitment
Can provide direction and mentoring on
maintaining effective Professional
Growth Plans
Evidence of Practice
Evidence of leadership in school-wide
and/or district-wide teams and in
working with colleagues to become a
reflective practitioner
Evidence of Impact
N / A
1 2 3 4 5 6 7 8
AUGUST, 2017
Psychological examiner Growth Guide 4.2
Standard 4: Professionalism
The psychological examiner is a reflective practitioner who continually assesses the effects of choices and actions on others. The psychological examiner actively
seeks out opportunities to grow professionally.
Quality Indicator 2: Professional learning
Beginning
The psychological examiner…
Utilizes resources available for
professional learning.
Developing
The psychological examiner also…
Seeks out professional growth activities
and applies knowledge gained from a
variety of sources.
Proficient The psychological examiner also…
Shares expertise related to professional
learning with colleagues
Distinguished
The psychological examiner also…
Evaluates, procures and creates
resources for professional development
and actively participates in professional
development in the larger professional
community.
Professional Frames
Evidence of Commitment
A Professional Growth Plan has been
developed that documents focus and
priority areas
Evidence of Practice
Uses colleagues as a source of
information and becomes aware of
available professional learning
resources
Evidence of Impact
N / A
Evidence of Commitment
Professional Growth Plan documents
applied knowledge and strategies
Evidence of Practice
Practices are impacted by professional
learning
Evidence of Impact
N / A
Evidence of Commitment
Professional Growth Plan documents
strategies to share expertise and
strategies
Evidence of Practice
Practices are impacted by professional
learning and outcomes are shared with
colleagues
Evidence of Impact
N / A
Evidence of Commitment
Demonstrates how Professional Growth
Plans are documentations of
improvement, growth and applied
learning
Evidence of Practice
Works on a review team or participates
in the professional development
committee to impact overall learning
Evidence of Impact
N / A
1 2 3 4 5 6 7 8
AUGUST, 2017
Psychological examiner Growth Guide 5.1
Standard 5: Professional Collaboration The psychological examiner has effective working relationships with students, parents, colleagues and community members.
Quality Indicator 1: Collegial activities
Beginning
The psychological examiner…
Works regularly with other colleagues
on all standards to build an
understanding of their position, roles
and responsibilities.
Developing
The psychological examiner also…
Participates in building a shared
mission, vision, values and goals, and
monitors and evaluates progress toward
these goals, participates in staff
development, and works with
colleagues to strengthen relationships in
the school and community.
Proficient
The psychological examiner also…
Participates in training and relationship
building efforts in the school,
department and community, and
informally mentors others.
Distinguished
The psychological examiner also…
Is capable of providing leadership in
building a shared mission, vision, values
and goals and is able to act as a
trainer/mentor to assist with relationship
building efforts in the school,
department and community for the
benefit of students.
Professional Frames Evidence of Commitment
N/A
Evidence of Practice
Meets regularly with colleagues to
support school, department and district
goals
Evidence of Impact
N / A
Evidence of Commitment
N/A
Evidence of Practice
Contributes to support of progress
on the mission, vision, and goals,
and works with colleagues to strengthen
relationships with students,
families and other staff
Participates in required professional
development
Evidence of Impact
N / A
Evidence of Commitment
N/A
Evidence of Practice
Serves as a school and/or district leader
to support school, department and
district initiatives
Shares information gathered from
professional development with
colleagues
Evidence of Impact
N / A
Evidence of Commitment
N/A
Evidence of Practice
Mentors staff and serves as a resource to
colleagues on issues related to mission,
vision and goals and assists with
assessing the progress or revising the
mission, vision and goals
Systematically applies knowledge and
documents impact of new practices;
actively shares knowledge with others
Evidence of Impact
N / A
1 2 3 4 5 6 7 8
AUGUST, 2017
Psychological examiner Growth Guide 6.1
Standard 6: Professional Responsibilities
The psychological examiner complies with building and district policies and procedures.
Quality Indicator 1: Carries out professional responsibilities in compliance with state/federal laws and school/district policies and procedures.
Beginning
10N1) See evidence of practice
Developing
Proficient 10P1) The psychological examiner …
Maintains accurate records in a timely
manner, exemplifies good attendance,
adheres to policy, and maintains
confidentiality/privacy.
Distinguished
10S1) The psychological examiner
also…
Assists/mentors other staff members in
maintaining records and adherence to
policies and procures.
Professional Frames Evidence of Commitment N/A
Evidence of Practice
The psychological examiner’s records
are kept in a manner that may not
maximize feedback, communication,
and/or compliance.
The psychological examiner is rarely
absent, arrives on time ready to begin
work, and does not leave before the
designated time. The psychological
examiner schedules time off in
accordance with Board policy.
The psychological examiner’s practice
requires support in understanding
school/district policies and procedures.
The psychological examiner honors the
confidential nature of student
information.
Evidence of Commitment N/A
Evidence of Practice
Records are maintained and updated in
a timely manner.
The psychological examiner is rarely
absent, arrives on time ready to begin
work, and does not leave before the
designated time. The psychological
examiner schedules time off in
accordance with Board policy.
The psychological examiner
consistently adheres to building/district
policies and procedures and consistently
supports and enforces program
regulations.
The psychological examiner honors the
confidential nature of student
information.
Evidence of Commitment N/A
Evidence of Practice
The psychological examiner serves as a
mentor to others regarding record
keeping, and adherence to policies and
procedures.
1 2 3 4 5 6 7 8
AUGUST, 2017
Standards and Indicators in Professional Frames
Compliance 1.1 Knowledge of disabilities and federal and state guidelines
Assessment Administration, Scoring and Interpretation 2.1 Administration of assessments
Effective Communication
3.1 Verbal and nonverbal communication
3.2 Sensitivity to culture, gender, intellectual and physical differences
Professionalism
4.1 Self-assessment and improvement
4.2 Professional learning
Professional Collaboration
5.1 Induction and collegial activities
Professional Responsibilities
6.1 Carries out professional responsibilities in compliance with state/federal laws and school/district policies and procedures